A comparison of modality effect performance in children: how reading achievement performance is influenced by echoic memory

Malik, Rania (2016) A comparison of modality effect performance in children: how reading achievement performance is influenced by echoic memory. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study investigates if less skilled readers suffer from deficits in echoic memory, which may be responsible for limiting the progress of reading acquisition. Serial recall performance in auditory, visual, and noisy conditions was used to assess echoic memory differences between skilled and less skilled readers. Both groups showed the typical modality effect, demonstrating that each had a functioning echoic memory. Less skilled readers performed more weakly than skilled readers on noisy serial recall, suggesting that the recall of less skilled readers is more vulnerable to interference than the recall of skilled readers. Nonword repetition performance indicated that all participants had reduced recall as a function of word complexity and word length. No difference between reading groups was found on this task; however, as nonword repetition and size of modality effect did not correlate, this task may not be a measure of echoic memory.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/12155
Item ID: 12155
Additional Information: Includes bibliographical references (pages 60-63).
Keywords: modality effect, reading achievement, echoic memory
Department(s): Humanities and Social Sciences, Faculty of > Psychology
Science, Faculty of > Psychology
Date: May 2016
Date Type: Submission
Library of Congress Subject Heading: Memory; Readers--Psychology; Learning, Psychology of; Modality (Theory of knowledge)

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